Developing Mentee Skills: A Curriculum Guide

Hodgson, Kate; Freeman, D.A.; Darling, Marcia

doi:10.3138/jvme-2021-0037

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Hodgson and colleagues (2022) organized a “curriculum guide,” providing tools and approaches to promote mentee training. Incorporated into all 4 years of veterinary training, it focuses on developing students’ skills as lifelong learners.…”

Section: Challenges Of Mentoringmentioning

confidence: 99%

“…Peer-peer interaction is particularly helpful in reminding both students and recent graduates that they are not alone in their feelings/perceived shortfalls (Mastenbroek et al, 2015). While there is little published on the development, implementation, and evaluation of structured mentoring programs in veterinary medicine, this article aims to describe existent literature (Barbur et al, 2011;Blum, 2018;Britton, 2014;Collins, 2005;Elce, 2021;Freeman, 2005;Freeman et al, 2022aFreeman et al, , 2022bFurr, 2018;Hodgson et al, 2022;Jelinski et al, 2009;Niehoff et al, 2005) and, where appropriate, evaluate against comparable efforts in other science and medical fields. Here we examine the benefits of mentoring, the structuring of mentorship programs, mentor training, and associated challenges in veterinary medicine.…”

Section: Introductionmentioning

confidence: 99%

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Addressing the needs and challenges of mentorship in veterinary medicine

Yanke,

Weigand,

Hofmeister

2023

New Drctns for Teach & Learn

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Veterinary medicine provides a rewarding career but is met with a high degree of mental, emotional, and physical fatigue and, as a result, professional burnout. A structured mentoring system in veterinary schools is integral to promoting well‐being as well as professional and personal growth for resilience and lifelong learning. While professional programs (e.g., human medicine, nursing, dentistry, pharmacy) often provide mentorship opportunities, program descriptions, and evidence of effectiveness have limited review in the literature, especially for veterinary medicine. Depending on the individual's professional stage, mentor and mentee roles may be established throughout one's career between a faculty mentor and a veterinary student early in the curriculum, between near‐peer students, between a private practitioner and new graduate, between a faculty mentor and house officers (interns/residents), and others. Mentorship of junior faculty by senior faculty is also important to nurture successful retention, professional growth, and promotion. With all of these relationships, expectations should be developed between the mentor and mentee to achieve mutual benefit from the relationship.While instituting a mentoring program is beneficial, not all programs are created equal. To ensure a successful program, faculty must be trained to effectively mentor veterinary and graduate students. With adequate training, more seasoned students could also provide peer mentorship to less experienced students. Consideration should be given to how mentors and mentees are matched, recognizing that pairings based on core interests may strengthen foundational relationships. Effective mentoring relationships would ensure continued support for mentees as they develop in the years following graduation. With this article, we present the opportunities and challenges for mentoring within veterinary medicine, including a review of the literature.

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Section: Challenges Of Mentoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Addressing the needs and challenges of mentorship in veterinary medicine

Yanke,

Weigand,

Hofmeister

2023

New Drctns for Teach & Learn

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Can mentorship improve the transition from veterinary school to clinical practice?

Freeman

Hodgson

Darling³

2022

javma

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Mentoring New Veterinary Graduates for Transition to Practice and Lifelong Learning

Freeman¹,

Hodgson²,

Darling³

2022

Journal of Veterinary Medical Education

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A new veterinarian’s smooth and rapid transition from education to clinical practice is critical to their success and that of their new professional homes. Successful mentoring relationships are critical to smoothing the transition to practice, particularly when independent clinical decisions are abruptly required. A mentor acts as a personal coach and teacher, providing both career and personal guidance. While the profession has focused on training mentors, it has paid little attention to teaching mentees how to maximize the benefits of the relationship. Veterinary colleges can do more to equip their graduates with the skills they need to manage their change to working life successfully. The Western College of Veterinary Medicine’s (WCVM) substantive gap analysis revealed mentee training as an important issue to address in support of mentorship and established a mentee training program within the curriculum. The program teaches needs assessment, goal setting, identification of appropriate learning activities, and reflection skills as an iterative and cyclical process. Learning activities include working with their selected mentor (or mentors). These skills are important for lifelong learning and continuing professional development, as well as transition to practice.

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Developing Mentee Skills: A Curriculum Guide

Cited by 3 publications

References 5 publications

Addressing the needs and challenges of mentorship in veterinary medicine

Addressing the needs and challenges of mentorship in veterinary medicine

Can mentorship improve the transition from veterinary school to clinical practice?

Mentoring New Veterinary Graduates for Transition to Practice and Lifelong Learning

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